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<p>Existing research predominantly examines mindfulness as a unidimensional construct, overlooking the differential effects of its distinct facets. Moreover, exploring these mechanisms during early adolescence is critical, as heightened emotional reactivity makes this population particularly vulnerable to maladaptive emotion regulation strategies. To address these gaps, the present study employed a longitudinal design to investigate how distinct mindfulness facets affect academic procrastination among early adolescents, with a particular focus on the mediating role of basic psychological needs. A three-wave longitudinal study was conducted among 247 Chinese junior high school students (50.60% male; mean age = 12.53 years, <i>SD</i> = 0.52) over 14 months. Participants completed a series of self-report questionnaires assessing five mindfulness facets, basic psychological needs satisfaction, and academic procrastination at three time points. Structural equation modeling was employed to examine the temporal relationships between these variables. Acting with awareness and describing facets of mindfulness at Time 1 were positively associated with basic psychological needs at Time 2 (<i>r</i> = 0.355, <i>p</i> &lt; .001; <i>r</i> = 0.445, <i>p</i> &lt; .001) and negatively associated with academic procrastination at Time 3 (<i>r</i> = -0.375, <i>p</i> &lt; .001; <i>r</i> = -0.264, <i>p</i> &lt; .001). Basic psychological needs at Time 2 demonstrated a significant negative relationship with academic procrastination at Time 3 (<i>r</i> = -0.405, <i>p</i> &lt; .001). Additionally, mediation analysis indicated that basic psychological needs mediated the relationship between describing (β = − 0.205, <i>SE</i> = 0.084, 95%CI[-0.396, -0.082]) and non-judgment (β = 0.120, <i>SE</i> = 0.081, 95%CI[0.021, 0.313]) facets and academic procrastination. The results highlight the differential effects of mindfulness facets, particularly acting with awareness, describing, and non-judgment, in addressing academic procrastination among adolescents. These findings suggest potential targets for future mindfulness-based interventions aiming to address academic procrastination by fulfilling basic psychological needs among adolescents.</p>

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Facet-specific pathways from mindfulness to reduced academic procrastination in early adolescence: evidence from a three-wave longitudinal study

  • 期刊论文

  • 发表日期：

    2026年7月6日

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  • Qianqian Fan,
  • Xinxin Han,
  • Fengqing Zhao

摘要

Existing research predominantly examines mindfulness as a unidimensional construct, overlooking the differential effects of its distinct facets. Moreover, exploring these mechanisms during early adolescence is critical, as heightened emotional reactivity makes this population particularly vulnerable to maladaptive emotion regulation strategies. To address these gaps, the present study employed a longitudinal design to investigate how distinct mindfulness facets affect academic procrastination among early adolescents, with a particular focus on the mediating role of basic psychological needs. A three-wave longitudinal study was conducted among 247 Chinese junior high school students (50.60% male; mean age = 12.53 years, SD = 0.52) over 14 months. Participants completed a series of self-report questionnaires assessing five mindfulness facets, basic psychological needs satisfaction, and academic procrastination at three time points. Structural equation modeling was employed to examine the temporal relationships between these variables. Acting with awareness and describing facets of mindfulness at Time 1 were positively associated with basic psychological needs at Time 2 (r = 0.355, p < .001; r = 0.445, p < .001) and negatively associated with academic procrastination at Time 3 (r = -0.375, p < .001; r = -0.264, p < .001). Basic psychological needs at Time 2 demonstrated a significant negative relationship with academic procrastination at Time 3 (r = -0.405, p < .001). Additionally, mediation analysis indicated that basic psychological needs mediated the relationship between describing (β = − 0.205, SE = 0.084, 95%CI[-0.396, -0.082]) and non-judgment (β = 0.120, SE = 0.081, 95%CI[0.021, 0.313]) facets and academic procrastination. The results highlight the differential effects of mindfulness facets, particularly acting with awareness, describing, and non-judgment, in addressing academic procrastination among adolescents. These findings suggest potential targets for future mindfulness-based interventions aiming to address academic procrastination by fulfilling basic psychological needs among adolescents.